The factors that affect mathematical achievement among high school students

Abstract

This study was conducted to examine different factors  that affect mathematical achievement among high school students in Kazakhstan. The respondents for this study were 8th and 11th grade students (36 girls and 22 boys). A survey was conducted by using a questionnaire for information gathering about different factors relating to mathematics achievement of students. The mathematics performance was gauged by the result of their 3th algebra and geometry quarter grades. The findings indicate that there are positive  relationships between teacher factors and student self-confidence attitude with mathematical achievement. The outcomes of multiple linear regression analysis show student self-confidence attitude is the largest predictor of mathematical achievement(=0.273,=0.022),  followed by teacher support (=0.147, =0.168).This study was conducted to examine different factors  that affect mathematical achievement among high school students in Kazakhstan. The respondents for this study were 8th and 10/11th grade students (36 girls and 22 boys). A survey was conducted by using a questionnaire for information gathering about different factors relating to mathematics achievement of students. The mathematics performance was gauged by the result of their 3th algebra and geometry quarter grades. The findings indicate that there are positive  relationships between teacher factors and student self-confidence attitude with mathematical achievement. The outcomes of correlation analysis show student’s attitude is the significant predictor of mathematical achievement(r=0.424, p<.001) followed by teacher support (r=0.397,p<.001).